SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC924988
Module Leader Catherine Wright
School School of Health and Life Sciences
Subject Biological and Biomedical Sciences
  • B (January start)
  • A (September start)
  • C (May start)

Pre-Requisite Knowledge

Standard programme entry requirements.

Summary of Content

This module permits students to advance an area of their professional practice or to study a specialised area of practice in Diabetes Care and Management. The module aims to support professional development, forward thinking and planning and problem solving abilities. The content of the module will be determined by the students' own specific learning requirements and perhaps the needs of an employer. Where possible the content of the module will enable data gathering in the workplace to enhance current understanding and practice in the Care and Management of Diabetes. The module promotes a flexible approach to continuous professional development and life-long learning. Learning will require largely self-directed study and being able to identify and gain their own professional needs. A negotiated learning contract will be compiled in collaboration with an academic supervisor and, if appropriate, an employer. The plan will be critically evaluated in relation to its learning outcomes, the teaching and learning strategies and assessment methods. This approach enables achievement of competency in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirements. Where possible it will enable data gathering in the workplace to enhance current understanding and practice in the Care and Management of Diabetes.


The syllabus of work is determined by the negotiated learning contract, compiled by the student and all other relevant parties. The syllabus will demonstrate learning appropriate to Master's level. It will depend on the practice background of the students, their particular area of interest and the needs of their service. Students are expected to choose a specialised area of practice or choose to advance practice in their existing practice and evidence the development of their theoretical knowledge and, where appropriate, practical skills. The generic syllabus will comprise: Developing a learning contract, negotiating learning outcomes, negotiating assessment strategy, reflection, information retrieval, critical evaluation of literature and evidence based practice.

Learning Outcomes

The area of professional practice chosen by the student and described in the negotiated learning contact will determine learning outcomes.On completion of the module the student should be able to:- Analyse their own learning needs in relation to the selected are of professional practice.- Negotiate appropriate learning outcomes with the academic supervisor.- Record negotiated learning outcomes in the Learning Contract.- Use a range of appropriate learning strategies.- Adopt responsibility for their own learning and construct a relevant portfolio evidencing learning.

Teaching / Learning Strategy

Students will be expected to draw on academic theories and techniques in order to frame, analyse and solve problems. This module particularly emphasises the integration of learning and work e.g. the student's assessment may involve them in conducting actual work based analysis and decision making within a work context. The module utilises a lecture/seminar programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication.

Indicative Reading

Recommended: Durrant, A. and Rhodes, G (2011) Getting Started with University level work based learning. Libri Publishing. Geoff, A Boud, D; Sampson, J (2016) Learning contracts: a practical guide. Routledge Haward, T (2007) The Practical Guide to Independent Learning Skills (Practical Guides). Network Continuum Education . Sephenson J, Laycock M (2017) Using Learning contracts in Higher Education. Routledge Hyler, R. (2010) The work based Learning student handbook. Palgrave Macmillan. Raelin, J. (2008) Work Based Learning: Bridging Knowledge and Action in the Workplace. Jossey-Bass. A Wiley Company. Boud D. (2006) Productive reflection at work: learning for changing organisations. Routledge. New York C The area of study chosen will determine further resources. Students will be encouraged to identify suitable learning resources at an early stage, and to access peer reviewed journals, electronic sources and internet-based publications. Students will be expected to utilise resources identified in previous learning.

Transferrable Skills

Self-management, self-motivation, time management, critical self-reflection and evaluation of personal performance. Interpersonal Skills, communication skills, negotiation skills and presentation skills at M Level. Skills in giving and receiving constructive feedback, research skills, data gathering and data analysis at M Level.

Module Structure

Activity Total Hours
Independent Learning (FT) 118.00
Lectures (FT) 2.00
Seminars (FT) 10.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 50% Portfolio of Evidence